Editor-in-chief

Prof. Paul Sudnik

Munich University of Applied Sciences, Germany

Under my editorship the International Journal of Social Science and Humanity will be centered around the idea of new and emerging IT advancements geared towards finding solutions in tackling the problems and challenges that we face in the 21st century.

Home> Archive> 2024> Volume 14, Number 6, 2024
IJSSH 2024 Vol.14(6): 288-293
doi: 10.18178/ijssh.2024.14.6.1229

Exploring the Difference in Art Education between China and Western Countries through a Lens of the Attitudes towards Street Art

Yingai Li
New Channel, Shenyang, Liaoning, China
Email: 13352442244@163.com

Manuscript received August 19, 2024; revised September 11, 2024; accepted October 8, 2024; published November 27, 2024.

Abstract—This essay examines the contrasting approaches to art education in China and Western countries, with a specific focus on perceptions of street art. Street art, particularly graffiti, is perceived differently across these cultural contexts. In Western nations, such as the United States, street art has evolved from a frowned-upon activity to an accepted form of artistic expression, often celebrated for its creativity and social commentary. Conversely, in China, street art is commonly viewed as vandalism, reflecting a less accepting attitude towards this form of expression.  The research involves an extensive review of literature and case studies on street art, education, and cultural values. It reveals that Western art education places a strong emphasis on encouraging individual creativity and experimentation. Western teaching methodologies often foster personal artistic development, allowing students to explore various mediums and styles. In contrast, Chinese art education is characterized by a focus on traditional techniques and adherence to established artistic norms, deeply influenced by cultural values such as respect for history and order.  The essay also explores the pedagogical approaches and student-teacher dynamics in art education within these cultural frameworks. Chinese art education tends to be more teacher-led, emphasizing skill acquisition and historical knowledge. Western art education, however, adopts a more facilitative approach, promoting self-exploration and independent artistic growth in students.  The comparative analysis highlights how these divergent approaches to art education reflect the broader cultural and societal values of China and Western countries. It underscores the importance of understanding these differences for a comprehensive appreciation of global art education practices, suggesting that an awareness of these diverse educational philosophies can enhance the richness and diversity of artistic education globally.  

Keywords—art education, comparative analysis, Chinese art education, Western art education 

Cite: Yingai Li, "Exploring the Difference in Art Education between China and Western Countries through a Lens of the Attitudes towards Street Art," International Journal of Social Science and Humanity, vol. 14, no. 6, pp. 288-293, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
PREVIOUS PAPER
NEXT PAPER

Copyright © 2008-2024. International Journal of Social Science and Humanity. All rights reserved.

E-mail: ijssh.editorial.office@gmail.com